快活林性息

1A: CORE QLT items for your syllabus

1.2 (CORE)听Detailed instructor information is available to students and includes multiple and preferred formats for being contacted by students, availability information, brief biographical information including pronouns, and a picture of or video from the instructor.听

1.3 (CORE)听Course description includes the purpose and format of the course, as well as prerequisite knowledge and competencies, if applicable.听

1.5 (CORE)听Academic integrity or "code of ethics" is defined. Related institutional policies for students to adhere are clearly stated and/or links to those policies (e.g., online catalog; institution web page) is provided.听

7.2 (CORE)听The course syllabus and LMS include links with clear explanations of the types of technical support that include the day and hours of availability and location/ways students may access the supports.听

7.3 (CORE)听Course syllabus and LMS include links with descriptions to campus academic support services and resources available to support students in achieving their educational goals.听

8.2 (CORE)听The Syllabus must include links to the campus鈥� disability support services resources and policy related to the accessibility of courses and/or instructional materials and may be included in the LMS whether it is required or recommended by the institution. Students can clearly ascertain the role of the instructor in providing support for those officially registered with the campus disability support services office.听

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1B: Additional QLT items for your syllabus

1.4听Online course etiquette expectations across relevant communication and dialog modalities (e.g., email, chat, online discussion forums, messaging threads) are presented and clear to the student, addressing diversity, equity, and inclusion.听

1.6听A list of technical competencies necessary for course completion is provided, identifying and delineating the role/extent the online environment plays in the total course.听

1.9听The course syllabus includes a personal or departmental statement that is aligned with the institution or college鈥檚 messages relating to diversity, equity, and inclusion, and provides means by which students can address violations of these policies and ideals with their instructor, peers, and/or university administrators.听

3.1听The instructor provides students adequate time, notice, and options (when possible) to acquire course materials, including textbooks ordered through campus processes per federal guidelines.听

3.2听Syllabus lists whether textbooks and materials are required or recommended.听

4.2听Instructor provides information about being a successful learner/student.

6.3听The instructor provides clear information regarding access to the technology and related resources required in the course.听

7.1听The instructor states their role in the support process and what type of things they can support.听

7.4听Course syllabus and LMS include links with descriptions as to the type of support students may receive from to the institution's non-academic and non-technical student support services and resources can help students succeed and how they can access these services.听

2A: Designing an Organized Course Site听

1.1 (CORE)听The instructor uses course environment to provide clear and detailed instructions for students to begin accessing all course components, such as syllabus, course calendar, assignments, and other course materials.

4.3 (CORE)听Navigation throughout the online components of the course is logical, consistent, and efficient.

2B: Using Varied and Accessible Content

3.4 (CORE)听There is a variety of instructional materials that include diverse perspectives.听

3.5 (CORE)听There is a variety of instructional material types that lead to more UDL/access and student engagement, while not overly relying on one content type such as text.听

5.3 (CORE)听The instructor presents the course material and concepts in an orderly, effective and engaging manner.听

6.2 (CORE)听Technological tools and resources used in the course enable student engagement and active learning.听

6.5 (CORE)听The media used in the course exhibits adequate visual and/or sound quality and promotes ease听

8.3 (CORE)听Course design, documents, and learning materials created by the instructor or from external sources are in formats that are accessible to students using assistive technologies. A 鈥渕et鈥� score does not imply that all materials are fully accessible to all students, but that 85% or more of the materials meet general standards for accessibility.

Additional QLT Items:

3.6听Modeling academic integrity, instructor appropriately cites all resources and materials used throughout the course.听

8.1听Course design and activities enact the core principles of Universal Design for Learning by incorporating multiple means of representation, action and expression, and engagement. Accessibility is therefore embedded in the course design rather than a reactive accommodation for those with registered disabilities听

8.4听When utilized, the instructor and course use officially supported campus technologies, which are already fully accessible and assistive technology ready. Any third-party tools used are accessible and assistive technology ready when feasible.听

2C: Creating Learning Activities and Interactions

4.1 (CORE)听At the beginning of the course, the instructor provides an opportunity to have students self- introduce themselves to develop a sense of community.

4.4 (CORE)听Learning activities facilitate and support active learning that encourages frequent and ongoing peer-to-peer engagement.听

Additional QLT Items:

4.5听The modes and requirements for student interaction are clearly communicated.听

4.6听Instructor clearly explains their role regarding participation in the course. Instructor participates, facilitates student participation, and encourages students to take ownership and promote different points of view.听

2D: Strategies for Engagement

1.8听Instructor asks students to share or reflect on their own learning goals.听

5.1听The instructor is helpful in normalizing a culturally responsive and sustainable and/or critical lens on course topics, respecting culturally diverse expressions while addressing microaggressions or disrespectful comments.听

5.2听The instructor clearly helps students make connections between the content and the course activities, and how their life experience and mastery of concepts gained in the course will integrate into their college degree, future career, and role as a global citizen.听

5.4听The instructor empowers students with choices to encourage the exploration of new concepts and new perspectives through the course experience.听

5.5听The instructor helps to focus discussion/interaction on relevant issues. Instructor also provides how microaggressions (e.g., intentional or unintentional negative attitudes toward marginalized groups) or disrespectful comments in the course discussions will be addressed.听

5.7听The instructor provides communication in multiple formats to students about important goals and course topics as opportunities arise, enunciating respect to students' diverse identities, backgrounds and cultures.听

5.9听The course resources, student tasks, activities, assessments, and instructional strategies build upon students鈥� individual strengths and assets as it pertains to their cultural and linguistic backgrounds and funds of knowledge.听

2E: Wrapping up Your Course

9.1听The instructor provides students opportunities to ask questions as a form of closure and to foster insight into accomplishments.听

9.2听The instructor provides closure to wrap-up the course.听

9.3听The instructor provides opportunities for students to reflect on their learning and connect their individual learning goals with the expectations (stated learning objectives and outcomes) of the instructor.听

3A: Aligning Assignments to Outcomes

2.1 (CORE)听All Student Learning Objectives/Outcomes (SLOs) are specific, well-defined, and measurable.听

2.3 (CORE)听The learning activities (including the assignments and ungraded activities) must align to the course or module SLOs and promote or reference the specific SLO to be achieved.听

3.3 (CORE)听The instructor articulates the purpose of all materials as to how they are related to the course and module learning objectives.

6.1 (CORE)听The tools and media facilitate the achievement of course learning objectives/outcomes.听

3B: Making Grading Clear

2.2 (CORE)听Grading policy is provided in a manner that clearly defines expectations for the course and respective assignments.听

2.4 (CORE)听The assessment instruments (e.g., rubrics, grading sheets) are detailed and appropriate to the student work and respective outcomes being assessed. This includes assessing modes of online participation and contributions.听

Additional QLT Items:

1.7听The instructor provides samples of student work and provides opportunities for students to ask questions. These are in addition to email inquiries, office hours, or individual appointments.听

6.4听Acceptable technological formats for assignment completion and submissions have been articulated. of use for the learner.听

3C: Creating a Feedback Plan

2.5 (CORE)听Throughout the semester, the instructor provides multiple opportunities to give feedback on students' learning and to help students 鈥渟elf-check鈥� their learning.听

5.8 (CORE)听The instructor provides reminders of due dates and duration of respective modules, as well as other instructions and听scaffolding strategies to support student learning.听

Additional QLT Items:

2.6听Throughout the semester, the instructor provides multiple opportunities to solicit feedback from their students about their learning and on the course for the improvement of the course.听

5.6听The instructor demonstrates commitment to students鈥� learning by providing clear feedback in a timely manner.听